Common Core Test Results—Not So Common# Education - 教育学
z*z
1 楼
时间：周一至周五晚上6：00-9：00
地点：Fort lee, New Jersey
做顿三口之家的晚饭。
能开车最好。
电话：518-727-3128
地点：Fort lee, New Jersey
做顿三口之家的晚饭。
能开车最好。
电话：518-727-3128
g*g
2 楼
我想用几天, 我可以以wordtracker的TOP 20000 KEYWORD交换, 我这几天花137$买的.
a*d
3 楼
【 以下文字转载自 Literature 讨论区 】
发信人: award (天外来客), 信区: Literature
标 题: Jan 31（周六）Literature 春晚
发信站: BBS 未名空间站 (Mon Jan 19 19:44:20 2009)
( iNGOR (葛大爷| 少灌水，多学习)创作印制，Literature版出品)
接话筒：-）
列一个单子以供大家准备节目参考，对第二部分，麻烦大家给我发邮件报名说明可能准
备的表演节目，这样到时候比较好组织。
1. 问答形式（这个最好每人多准备几个）
脑筋急转弯
谜语（白话/ 诗迷（这个是原创的话也有红包））
知识竞赛（选择题，抢答）
其他（您尽管发挥）
2. 表演形式 （有红包奖励）
诗朗诵
奔字画
献歌/ 奔音乐
节日应景诗（现代，古诗词）
真人奔
美食奔
笑话，生活趣事，家乡过年习俗
其他（您尽管发挥）
发信人: award (天外来客), 信区: Literature
标 题: Jan 31（周六）Literature 春晚
发信站: BBS 未名空间站 (Mon Jan 19 19:44:20 2009)
( iNGOR (葛大爷| 少灌水，多学习)创作印制，Literature版出品)
接话筒：-）
列一个单子以供大家准备节目参考，对第二部分，麻烦大家给我发邮件报名说明可能准
备的表演节目，这样到时候比较好组织。
1. 问答形式（这个最好每人多准备几个）
脑筋急转弯
谜语（白话/ 诗迷（这个是原创的话也有红包））
知识竞赛（选择题，抢答）
其他（您尽管发挥）
2. 表演形式 （有红包奖励）
诗朗诵
奔字画
献歌/ 奔音乐
节日应景诗（现代，古诗词）
真人奔
美食奔
笑话，生活趣事，家乡过年习俗
其他（您尽管发挥）
d*z
4 楼
这个fall转成统计master，学费挺贵的。我现在的钱还差一些才够开资金证明。想问问
版上的大牛们：我可不可以在一个银行开了bank statement,然后转钱到自己的另一个
银行账户上面，再开一个statement阿？
貌似可以直接去柜台，他们开的证明就是只显示多少钱，不显示其他细节的。
这样一笔钱算两次，到时候他们把两边加起来钱就够了。
这个办法挺猥琐的，但是现在实在是钱周转不过来，不知道能不能蒙混过关呢？？
有经验的童靴请指教下，谢谢了：）
刚在统计版发了，想想这个问题很多专业都有吧，就想问问这边了:)
版上的大牛们：我可不可以在一个银行开了bank statement,然后转钱到自己的另一个
银行账户上面，再开一个statement阿？
貌似可以直接去柜台，他们开的证明就是只显示多少钱，不显示其他细节的。
这样一笔钱算两次，到时候他们把两边加起来钱就够了。
这个办法挺猥琐的，但是现在实在是钱周转不过来，不知道能不能蒙混过关呢？？
有经验的童靴请指教下，谢谢了：）
刚在统计版发了，想想这个问题很多专业都有吧，就想问问这边了:)
p*o
5 楼
http://www.sem.tsinghua.edu.cn/portalweb/sem?__c=4651&u=tzggcn/
“中西经济大分流”国际学术研讨会
中国与西欧经济的历史演进差异强烈，特别是近世经济出现“大分流”的突出现象，一
直受到中外学者的广泛关注与热烈讨论，近十年来成为国际学坛热点，比较研究成果引
人注目。清华大学邀请十余位国际一流经济史家、经济学家与历史学家，和中国学者展
开对话，于2012年8月29日至30日召开“中西经济大分流”国际学术研讨会。出席会议
的海外学者有：斯坦福大学青木昌彦，牛津大学Robert Allen，剑桥大学Joseph
McDermott，莱顿大学Leonard Blusse，伦敦政治经济学院邓钢，德国Martin Ubele，
乔治梅森大学Jack Goldstone，密歇根大学Daniel Little，香港科技大学李中清、李
伯重，韩国岭南大学车明洙等。
本次会议由清华大学经济管理学院副院长白重恩教授、清华大学社科学院经济所副所长
龙登高教授等联合发起和组织，得到国际经济学会（IEA）、中国经济史学会、清华大
学中国财政税收研究所的支持。
联系人：张婷婷，t********[email protected], 15811577529
张黎，l*********[email protected], 13810865542
时间：2012年8月29、30日
地点：清华大学经管学院
主办单位：清华大学经济管理学院；清华大学社会科学学院
协办单位：国际经济学会、中国经济史学会、清华大学中国财政税收研究所
会议议程
“中西经济大分流”国际学术研讨会
中国与西欧经济的历史演进差异强烈，特别是近世经济出现“大分流”的突出现象，一
直受到中外学者的广泛关注与热烈讨论，近十年来成为国际学坛热点，比较研究成果引
人注目。清华大学邀请十余位国际一流经济史家、经济学家与历史学家，和中国学者展
开对话，于2012年8月29日至30日召开“中西经济大分流”国际学术研讨会。出席会议
的海外学者有：斯坦福大学青木昌彦，牛津大学Robert Allen，剑桥大学Joseph
McDermott，莱顿大学Leonard Blusse，伦敦政治经济学院邓钢，德国Martin Ubele，
乔治梅森大学Jack Goldstone，密歇根大学Daniel Little，香港科技大学李中清、李
伯重，韩国岭南大学车明洙等。
本次会议由清华大学经济管理学院副院长白重恩教授、清华大学社科学院经济所副所长
龙登高教授等联合发起和组织，得到国际经济学会（IEA）、中国经济史学会、清华大
学中国财政税收研究所的支持。
联系人：张婷婷，t********[email protected], 15811577529
张黎，l*********[email protected], 13810865542
时间：2012年8月29、30日
地点：清华大学经管学院
主办单位：清华大学经济管理学院；清华大学社会科学学院
协办单位：国际经济学会、中国经济史学会、清华大学中国财政税收研究所
会议议程
a*g
6 楼
Ohio and Illinois are the first states to release results from the spring
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
A*u
7 楼
我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
谢谢。
PARCC)
set
according
PARCC
proficient.
by
【在 a*****g 的大作中提到】
: Ohio and Illinois are the first states to release results from the spring
: 2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
: assessments, and it is now becoming apparent that cross-state comparisons
: of student performance won’t be as easy as once thought.
: The Ohio state school board voted to break from the score rating levels set
: by PARCC states to allow students who are “nearing expectations” according
: to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
: PARCC in June due to technical difficulties and public pushback—used PARCC
: ’s scoring levels, about a third of its students would be rated proficient.
: Now, however, approximately 70 percent of students are deemed proficient by
我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
谢谢。
PARCC)
set
according
PARCC
proficient.
by
【在 a*****g 的大作中提到】
: Ohio and Illinois are the first states to release results from the spring
: 2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
: assessments, and it is now becoming apparent that cross-state comparisons
: of student performance won’t be as easy as once thought.
: The Ohio state school board voted to break from the score rating levels set
: by PARCC states to allow students who are “nearing expectations” according
: to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
: PARCC in June due to technical difficulties and public pushback—used PARCC
: ’s scoring levels, about a third of its students would be rated proficient.
: Now, however, approximately 70 percent of students are deemed proficient by
a*g
8 楼
上CC的时候一窝蜂，反CC的时候也是一窝蜂
谁都号称为了孩子
spring
comparisons
proficient
【在 A***u 的大作中提到】
: 我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
: 我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
: 谢谢。
:
: PARCC)
: set
: according
: PARCC
: proficient.
: by
谁都号称为了孩子
spring
comparisons
proficient
【在 A***u 的大作中提到】
: 我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
: 我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
: 谢谢。
:
: PARCC)
: set
: according
: PARCC
: proficient.
: by
A*u
9 楼
现在是什么状态，几个州作用CC? 不是搞教育的，很难追综啊。
【在 a*****g 的大作中提到】
: 上CC的时候一窝蜂，反CC的时候也是一窝蜂
: 谁都号称为了孩子
:
: spring
: comparisons
: proficient
【在 a*****g 的大作中提到】
: 上CC的时候一窝蜂，反CC的时候也是一窝蜂
: 谁都号称为了孩子
:
: spring
: comparisons
: proficient
a*g
10 楼
Ohio and Illinois are the first states to release results from the spring
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
A*u
11 楼
我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
谢谢。
PARCC)
set
according
PARCC
proficient.
by
【在 a*****g 的大作中提到】
: Ohio and Illinois are the first states to release results from the spring
: 2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
: assessments, and it is now becoming apparent that cross-state comparisons
: of student performance won’t be as easy as once thought.
: The Ohio state school board voted to break from the score rating levels set
: by PARCC states to allow students who are “nearing expectations” according
: to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
: PARCC in June due to technical difficulties and public pushback—used PARCC
: ’s scoring levels, about a third of its students would be rated proficient.
: Now, however, approximately 70 percent of students are deemed proficient by
我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
谢谢。
PARCC)
set
according
PARCC
proficient.
by
【在 a*****g 的大作中提到】
: Ohio and Illinois are the first states to release results from the spring
: 2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
: assessments, and it is now becoming apparent that cross-state comparisons
: of student performance won’t be as easy as once thought.
: The Ohio state school board voted to break from the score rating levels set
: by PARCC states to allow students who are “nearing expectations” according
: to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
: PARCC in June due to technical difficulties and public pushback—used PARCC
: ’s scoring levels, about a third of its students would be rated proficient.
: Now, however, approximately 70 percent of students are deemed proficient by
a*g
12 楼
上CC的时候一窝蜂，反CC的时候也是一窝蜂
谁都号称为了孩子
spring
comparisons
proficient
【在 A***u 的大作中提到】
: 我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
: 我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
: 谢谢。
:
: PARCC)
: set
: according
: PARCC
: proficient.
: by
谁都号称为了孩子
spring
comparisons
proficient
【在 A***u 的大作中提到】
: 我做教育的美国朋友说，除去政治因素，CC 是好的，你到底持什么意见？
: 我对教育的概念就是， 自己get educated,为自己的娃服务，其它别无想法。
: 谢谢。
:
: PARCC)
: set
: according
: PARCC
: proficient.
: by
A*u
13 楼
现在是什么状态，几个州作用CC? 不是搞教育的，很难追综啊。
【在 a*****g 的大作中提到】
: 上CC的时候一窝蜂，反CC的时候也是一窝蜂
: 谁都号称为了孩子
:
: spring
: comparisons
: proficient
【在 a*****g 的大作中提到】
: 上CC的时候一窝蜂，反CC的时候也是一窝蜂
: 谁都号称为了孩子
:
: spring
: comparisons
: proficient
C*X
14 楼
唉。。。。人生真的很奇妙。。
【在 A***u 的大作中提到】
: 现在是什么状态，几个州作用CC? 不是搞教育的，很难追综啊。
【在 A***u 的大作中提到】
: 现在是什么状态，几个州作用CC? 不是搞教育的，很难追综啊。
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